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Continues from part 1, published in Issue number 2, its critique of learning styles. States the need to take seriously the concept of “pattern” ‐ the unvarying design or master plan underlying variation. Patterns consist of rules that link and sequence elements as a system. The order created is dynamic and complex, but not as apparently organized as the learning cycle/circle/wheel/spiral. The use of pattern helps reveal deep aspects of learning. Through pattern we also discover perspectives, sense and meaning; thinking is patterns of connected ideas. Both patterns and thinking are mental plans. Thinking approaches to learning are excellently suited to handling the uncertainty, ambiguity and contentious nature of “wild” problems before attempting “tame” solutions. Three methodologies meet basic criteria for understanding wild problems. They shed light on the puzzling and dangerous phenomenon of treating wild problems as if they were tame ones ‐ “reorganizing the deck chairs on the Titanic”.

Proposes a new way of looking at learning that reflects the complexity and messiness of life. While inefficient learning habits are just that, the long‐standing cycle, circle, wheel or spiral of learning theory is too neat and organized. Criticizes the Honey and Mumford approach to learning styles for adopting an approach to experience that is behavioural at the expense of the meaningful aspects of experience. Theorizing and experiencing are one action, not two. People are practical theorists. They use the learning elements of Kolb, Honey and Mumford, etc., but in a varying sequence. The result is rich and complex patterns. Action learning’s theory of learning provides an example of this pattern. People often display this pattern in their knowing‐in‐action. The learning cycle is a convenient simplification that is best used for after‐the‐event reflection. Underlying these contrasting theories are two schools of thought ‐ traditional analytic and interpretive science. Proposes the need to use interpretive science to develop action as thinking.

The classical view of management did not bother itself with observing what managers actually do. As set out by Henri Fayol, for instance, it laid down the logical and analytical view of management as a planning, organising, commanding, coordinating and controlling function. This view fitted in well with the claim to be the inheritors of scientific thinking. It gives a calm, rational and logical view — the well‐ordered, well‐planned and surprise‐free world.

This study aimed to identify which positive psychological factors are associated with the mental health of older adult retirees. Positive psychology is an emerging discipline of psychology. The study and identification of such factors could lead to increased mental health and lower stress levels of individuals (Ho et al., 2014; Abbas et al., 2019).

The authors searched the following electronic databases: Web of Science Core Collection and Scopus. Thematic synthesis was used for analysis. Database search resulted in the recruitment of 948 articles; after the screening process, only 7 articles were left for further analysis.

Thematic synthesis of resulting articles from systematic literature review revealed that “staying active after retirement, participation in social activities, volunteering, and presence of loved ones” are positive psychological factors that are positively associated with the mental health of older adult retirees. A few positive psychological factors and their association with the mental health of older adult retirees have been examined. Other positive psychological factors and their association with the mental health of older adult retirees are yet to be investigated in future research.

First, many studies have investigated meaning and purpose in life, relationships or having intimacy, well-being, transcendence, flow or engagement, spirituality and flourishing (pleasant life, engaged life and meaningful life, relationship and achievement) (LeBon, 2014). However, many other positive psychological constructs need to be studied yet in this age group examples include wisdom, courage, mindfulness, forgiveness, resilience, emotional intelligence, hope and humor. Second, there is need of theory in the field of successful aging with respect to the positive psychology. Third, which factors negatively contributed toward the mental health of older adult could be another area of future systematic literature review. Finally, role of culture needs to be examined with reference to which positive psychological factor could be important in a specific given cultural context.

The findings of the current research will be useful for clinical psychologist, counselors and gerontologists to understand which factors positively contributed toward the mental health of older adult retirees, which in turn will help to improve mental health of older adult retirees. Findings of the present study set grounds for future research in the field of gerontology in specific cultural context. The findings of this study have added to scientific body of existing literature. Better understanding of retirement can lead to increase in use of positive intervention-based programs for retirees that can facilitate them with life after retirement.

Policymaker working on the well-being of older adult retirees can take help from this study’s evidence-based findings for developing any policy.

Systematic literature review consolidated the existing literature review on the present topic of research. This systematic literature review highlighted factors that are associated with the enhanced mental health of older adults’ retirees. Furthermore, findings revealed the important gap in literature that is many positive psychological constructs are need to be studied yet in this age group examples includes wisdom, courage, mindfulness, forgiveness, resilience, emotional intelligence, hope and humor. Hence, this study has implications for future research.

The intention of this paper is to identify the scope and purpose of the use of digital tools in voluntary sports clubs (VSCs) and to identify club-specific factors that influence their usage behavior.

An online survey was conducted among VSCs in Austria and in Germany (n = 787). To answer the key questions, patterns of digital use in VSCs were analyzed in relation to the overall organizational goals and organizational capacity. In addition to the description of the clubs' usage behavior patterns, a multiple linear regression model (blockwise) and quantile regression models were estimated.

The descriptive results show that digital instruments are most used in the areas of “internal/external communication” (93.7%) and “to report membership data to federations” (82.1%). The OLS and quantile regression models indicate that user behavior is primarily influenced by the following factors: the goals of “commitment/success in competitive sports” and “cooperation with other institutions”; the organizational factors “digital processes do not fit with our club culture”, “proportion of volunteers with administrative tasks”, “we do not yet have a clear digitalization strategy for our club” and “lack of financial resources for necessary IT investments”.

Digital technologies appear to be promising for organizational development in VSCs. However, what the usage behavior of digital instruments in VSCs currently is, and by which factors this usage is influenced, has not been the focus of empirical analysis yet. The study provides initial insights into the understanding of digitalization in VSCs that can be used for consulting and ongoing research.

Elton Mayo was a professor at a prestigious university, but not a researcher; a scholar, but more concerned with executives; a capitalist, but someone who downplayed monetary incentives; an insider, but someone whose own background was more of an outsider. These contradictions have resulted in scholars questioning Mayo’s impact on the field of management. Thus, this paper aims to critically review Mayo and his contributions to management through a lens calibrated to the context of his time, providing a more contextually accurate view of Mayo and his work and offering a clearer view of his meaningful impact on the field.

Using a combination of primary and secondary sources, the authors connect otherwise disparate information to critically review Mayo’s work within the context of its era.

The authors’ critical review of Mayo identified nine topical areas where Mayo and/or his work have been misunderstood or misinterpreted. For each area, the authors offer a more contextualized and appropriate interpretation of Mayo and his viewpoints, and thus more accurately informing the management literature.

This paper is the first to thoroughly revisit Mayo and his work through a contextualized lens, offering a more informed view of why Mayo’s seemingly controversial behaviors were actually quite standard behaviors given his context.

How do social factors motivate and influence scholars when they theorize? By exploring the life of George Homans, this paper aims to illustrate that theories are the products of the theorist, and as such are influenced by individual life experiences.

Drawing on a plethora of archival sources including many personal and autobiographical accounts, this manuscript synthesizes these sources thus providing clear insight into how personal factors and experiences impacted Homans's social exchange theory.

This research concludes that Homans's journey into theorizing was an act of providence; that his early career, personal background, and social capital interacted with several factors beyond his control thus leading to his interest in social exchange processes.

This is the first research endeavor exploring the context, sentiments and motivations of George Homans as he began to lay out social exchange theory.

This issue is a selected bibliography covering the subject of leadership.

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).

By revisiting the agency theory literature, this paper aims to both incrementally advance historical viewpoints and reveal four prominent influences on agency theory: Weber and Simon, The Great Depression, Cooperation and the Chicago School. This is critical given that understanding the history behind the authors’ major theoretical lenses is fundamental to using these theories to explain various phenomena.

Drawing on a plethora of archival sources and following the influence-mapping approach used by other management history scholars, this manuscript synthesizes historical accounts and archival information to provide a clearer picture of the major historical influences in the formation of agency theory.

We shed light on four areas related to management history that helped propel agency theory. Whereas past scholarship has not recognised them as influencers, we find and show how the industrial revolution, unionization, the stock exchange and other management approaches all played a role in the development of agency theory’s core tenants.

We extend upon the influential people and events that shaped agency theory, thus providing a fuller understanding of the theory’s usefulness. Moreover, we fill in gaps enabling scholars to better understand the context in which the core tenants of agency theory were developed.